SCH OL IM ROVE ENT PROCES :' 2 0 18 - 2 0 19 School Location # -6771 Name of School- JORGE MAS CANOSA MIDDLE MIAMI DADE COUNTY PUBLIC SCHOOLS School Improvement Process School Information Name of School (School Number- School Name) 6771 -Jorge Mas Canosa Middle School Principal (Last Name, First Name) Falcon Jr., E1io Assistant Principal(s) (Last Name, First Name; Last Name, First Name) Griffith, James; Rodriguez-Cibran, Mavel; Whitehead, Ora Demographic Overview The student population at Jorge Mas Canosa Middle School is currently 1,914 students. This makes Jorge Mas Canosa Middle School one of the largest middle schools in the state of Florida. The racial and ethnic demographic breakdown of the school is as follows: 84.7% are Hispanic, 7.4% are White, 5.2% are African­ American, and 1. 7% is Asia. Furthermore, 52% of the students are males and 48% are females. The school population has a population of 79% of students who are categorized as Economically Disadvantaged and 16.5% of the students are considered English Language Learners. Also, 14% of the student population has an Individual Education Plan receiving Special Education services. The faculty is compromised of 104 instruction personnel, three assistant principals, and one principal. a. Provide the School's Mission Statement The mission of Jorge Mas Canosa Middle School is to provide a rigorous international education that challenges our students to become globally literate by inspiring them to achieve their maximum potential while meeting their personal, social, and cognitive needs. b. Provide the School's Vision Statement To provide an environment conducive to developing global literacy. 1. Provide a brief description of the community the school serves as well as highlighting the unique features and programs within the school. Jorge Mas Canosa Middle School is named after a notable Miami leader who was forced into exile from Cuba as young man for fiercely opposing the communist regime. The school has a partnership with the company (MasTec) founded by Mas Canosa, that donates monetarily and provides an annual visit to the MasTec Company as a field trip for our FBLA students. Jorge Mas Canosa Middle School, which was originally opened to relieve crowding in the surrounding Kendall area, has grown to include a population of over 1700 students making it one of the largest traditional middle schools in the state of Florida. Jorge Mas Canosa Middle school serves the diverse needs of the West Kendall population. JMC as it is affectionately referred to has a Cambridge International Magnet Program that has a population of over 500 students, and approximately 225 English as Second Language Learners (ELL). In addition, JMC has a large SPED population of 350 students with disabilities including, four units of self contained Autism Spectrum Disorder (ASD), Specific Learning Disabilities ( SLD) students, two units of Emotional Behavior Disorder (EBD), Other Health Impaired (OHI), Speech, Language, and students with Intellectual Disabilities. During the 2018-19 School year, JMC will be one of nine schools district wide piloting the Middle School Redesign (MSR) program. This initiative will allow JMC students to have more options for electives and remedial courses, in addition to offering a class that promotes social and emotional learning. Jorge Mas Canosa Middle has been designated as a Silver STEAM School and for the 2017-18 year the school earned its first letter grade of "A" since 2007. Are you a Title I School? yes Please confirm the following. School Improvement Plan (SIP) district coordinated educational interventions to be selected by schools implementing the Title I Schoolwide Program Participate in district coordinated efforts to improve student outcomes at the schoolsite through educational services (Such as extended learning opportunities, summer services, before or after school tutorials, intersection and spring recess tutorial sessions, etc.), in accordance with the approved SIP/Title I Plan. Participate in discretionary educational services provided by the school district generated from the proportionate share of this school's Title l Schoolwide Program allocation. Such services are tailored in accordance to the educational needs of the students as depicted within the SIP/Title I Plan. Phase I: Data Analysis (July 11 -July 27, 2018) Phase I of the School Improvement Process will begin at the 2018 Synergy Summer Institute. The School Leadership Team (SLT) will participate and collaborate in a 3-day development workshop to initiate the yearlong School Improvement Process. During the Synergy Summer Institute, the SLT will analyze a comprehensive set of quantitative and qualitative data within the areas of School Culture and Academic Programs from the previous school year. After an analysis of the data, the SLT will reflect on the current practices and processes contributing to the data results during a guided Systems Review. The SLT will review and consider Essential Practices utilized in M-DCPS and identify practices within School Culture and Academic Programs to sustain or enhance the implementation of the school's continuous improvement process. The SLT will develop overarching Outcome Statements for the 2018-2019 school year. During the Synergy Summer Institute, the SLT will participate in coursework aimed to develop School Leadership Core Competencies to support the implementation of the school's continuous improvement process. Phase I will conclude with the design of an Opening of Schools Professional Development Agenda that will serve to: present the findings to the faculty to gain stakeholder involvement/feedback, build consensus and develop a collective understanding of how the school's plan will address, and be aligned to, the school's unique opportunities for improvement. Phase I includes: • Data and Systems Review • School Culture Data Map • School Culture Data and Systems Review Organizer • Academic Programs Data Map • Academic Programs Data and Systems Review Organizer • Essential Practices Selection • School Leadership Core Competencies • Priority Actions Development • Outcome Statements • Opening of School Professional Development Phase I Data Analysis Analyze - Reflect - Identify Phase I will be completed during the 2018 Synergy Summer Institute. July 11- July 27, 2018 During the Synergy Summer Institute, SLTs will collaborate in trainings led by District staff designed to analyze, reflect and identify the components that contributed to the previous years data outcomes. The series of professional development courses on School Leadership Core Competencies will assist schools in developing and implementing the Schools Improvement Process with a high degree offidelity to maximize the impact and investment by stakeholders into all school improvement initiatives. Through data disaggregation, reflection and discussion, the SLT's goal will be to identify and agree on the Essential Practices that would need to be sustained or enhanced during the 2018-2019 school year to ensure improvement in School Culture and Academic Programs. Phase I will conclude with each school: • Identifying the Priority Actions for each Essential Practice selected • Identifying the Outcome Statements for School Culture and Academic Programs • Creating a plan to provide the faculty with professional development and garner feedback from all stakeholders on all Phase I content during the 2018- 2019 Opening of Schools DAY ONE- Synergy Summer Institute DATA AND SYSTEMS REVIEW School Leadership Teams will review all 2017-2018 data points provided on the subsequent pages in the individualized School Culture Data Map and Academic Programs Data Map to analyze the results using th e Data Driven Dialogue Protocol. Systems Review Organizers will assist the school to fitrther examine and align results to the Essential Practices. Data and Systems Review 1. Using the Data Driven Dialogue Protocol, SLTs will analyze the School Culture and Academic Programs Data Maps (i.e. student level data, teacher level data, and parent level data) and discuss findings. 2. Within the Data and Systems Review Organizer, classify data findings into the second column titled: "Data Findings & Area" based on their appropriate rating (input no more than three data points for each rating): • Significantly Improved Data Findings: Data findings that indicate substantial increases as compared to previous years. Also, data findings that, when compared to schools with similar demographics, indicate above the norm performance. Select the three data points that have had the greatest positive impact on the school's overall success. • Neutral Data Findings: Data findings that have remained constant, with little to no improvement/decline from previous years. Also, data findings that, when compared to schools with similar demographics, indicate with-in the norm performance. Select the data points that, if improved, could have the greatest impact on the school's overall performance. • Significantly Decreased Data Findings: Data findings that have declined in value from previous years. Also, data findings that, when compared to schools with similar demographics, indicate below the norm performance. Select the three data points that have had the negative impact on overall school success. 3. Within the Data and Systems Review Organizer, input a rationale for each data finding into the third column titled "Rationale for Selection ofData" for School Culture and Academic Programs. 4. Within the Data and Systems Review Organizer, the